Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Established Goals: 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.2 Position a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Student I Can Statements:
I can identify important attributes of a shape.
I can use important attributes to name shapes (number of sides, faces, angles/vertices/corners).
I can draw a shape when given its attributes.
I can partition (divide) a circle and rectangle into two, three, or four equal parts.
I can describe the equal shares with words (e.g., halves, thirds, fourths).
I can describe a whole by the number of equal parts (e.g., two halves make a whole).
I can explain and give examples to show that halves, thirds, and fourths of an identical whole need not be the same shape (e.g., half of a rectangle can be shown horizontally or vertically).
I can draw rows and columns of equal size in a rectangle.
I can count the equal size squares in a rectangle.
Prerequisite Standards: 1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes.
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Big Ideas:
Geometric Figures
Two and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. An object's location in space can be described quantitatively.
Practices, Processes, and Proficiencies
Mathematics content and practices can be applied to solve problems.
Essential Questions:
How can shapes be described, compared, and broken into parts?
Students will know...
Two-dimensional shapes can be classified and sorted based on their attributes.
Polygons can be described by their number of sides and angles.
Two-dimensional shapes can be defined and differentiated based on attributes. These attributes can be used to draw a specific two-dimensional shape.
You can describe a cube by talking about its faces, edges, and vertices. Knowing these attributes helps you draw a cube.
A rectangle can be divided into rows and columns of squares that are all the same size; you can count or add in different ways to find the total number of squares.
A whole can have equal shares called halves, thirds, and fourths. You can show halves, thirds, and fourths of the same whole in different ways.
A whole can be divided into equal shares in different ways. Equal shares of the same whole do not have the same shape.
Good math thinkers look for things that repeat in a problem. They use what they learn from one problem to help them solve other problems.
Topic Fifteen: Shapes and their Attributes
Pacing (Duration of Unit):Desired Results
Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.2 Position a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Student I Can Statements:
Prerequisite Standards:
1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes.
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Geometric Figures
Two and three-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. An object's location in space can be described quantitatively.
Practices, Processes, and Proficiencies
Mathematics content and practices can be applied to solve problems.
Vocabulary:
vertices, quadrilaterals, pentagons, hexagons, polygon, angle, right angle, cube, face, edge, equal shares, halves, thirds, fourths,
Assessment Evidence
2.G.1
2.G.2
2.G.3
Formative Assessments:
2.G.2
2.G.3
Learning Plan
15-1 Two-Dimensional Shapes
15-2 Polygons and Angles
15-3 Draw 2-Dimensional Shapes
15-4 Cubes
15-5 Divide Rectangles into Equal Squares
15-6 Partion Shapes
15-7 Equal Shares, Different Shapes
15-8 Math Practices and Problem Solving: Repeated Reasoning
Centers:
Student Activity: